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The purpose of this paper is to provide the systematic analysis of an innovative, intergenerational knowledge transfer strategy in a knowledge‐intensive organization.

The case study method was adopted to study the intergenerational knowledge transfer activities. A triangulated approach was employed in respect of the data collection, which included non‐participatory observation, focus groups, documentary analysis, and semi‐structured interviews. A pattern analysis of data account was undertaken.

Two models for intergenerational knowledge transfer are presented: the source‐recipient model and the model of mutual exchange. This research also shows how a context conducive to knowledge transfer was developed, and concludes that this context allowed both explicit and tacit knowledge to be transferred.

Often ignored or underestimated this study highlights the need for motivation, inspiration, and empowerment in knowledge transfer. The main limitation of this study is the generalizability of the findings.

The two models for intergenerational knowledge transfer provide a rubric against which both old and new intergenerational knowledge transfer initiatives can be assessed to determine whether they are capable of encouraging the transfer of both explicit and tacit knowledge.

There is little empirical work on the design and implementation of strategies for managing organizational memory. The integrated models and empirical results of this study can serve as guides in that process.

The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective.

The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.”

A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning.

Conclusions and remarks provided in the paper need further empirical testing and validation.

Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing.

Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management.

Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

Little is known about when younger employees’ intergenerational knowledge transfer (IGKT) – behaviors of acquiring knowledge from older employees – improves their innovative work behaviors (IWB), especially in hospitals. Taking into consideration the moderating roles of individual absorptive capacity (AC) and organization size, this study aims to develop a theoretical model to account for the associations of both online and offline IGKT with younger employees’ IWB.

The model was tested with a survey of 202 Chinese younger doctors (40 years old and below). Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data.

The results showed that both online IGKT and offline IGKT have significant positive relationships with younger doctors’ IWB. Individual AC can strengthen the relationship between offline IGKT and IWB, and organization size can weaken the relationship. However, both individual AC and organization size do not significantly moderate the relationship between online IGKT and IWB.

The findings extend the understanding and application of individual-level knowledge-based view and media synchronicity theory by exploring the relationship of knowledge acquisition from older doctors through both online and offline communication channels with younger doctors’ IWB.

The purpose of this paper is to identify and analyze the main strategies used in organizations to enhance intergenerational learning (IGL) and reduce knowledge loss. The emphasis is on universities that have an age layered or nested structure.

The research is based on an integrated approach of literature search, content analysis, survey based on interviews and questionnaires and the analytic hierarchy process method. The research questions are as follows: What is the level of awareness in organizations about knowledge loss and the role of IGL in reducing its consequences? What kind of organizational structure is adequate for promoting IGL? What are the most suitable strategies for enhancing IGL and reducing knowledge loss?

Universities have a nested generational structure, which makes them adequate for IGL. The most used strategies for enhancing IGL are mentoring, intergenerational research teams and intergenerational creativity workshops.

Empirical investigations covered only four universities. Research should be extended to a larger number of universities and also to companies.

Findings are valuable for organizations having an aging workforce and which want to reduce knowledge loss through the IGL process.

The study provides an insight look of how organizations experiencing a workforce aging phenomenon can enhance IGL to reduce knowledge loss.

Methods for facilitating learning and knowledge transfer in multigenerational workplaces are of importance to organizations. Yet, intergenerational learning is vastly understudied in academic organizational literature. This conceptual paper aims to recommend future directions for studying intergenerational learning by examining three interrelated considerations.

General knowledge management concepts, various generationally based perspectives on training and low-stakes development initiatives, are examined by integrating the existing literature.

The authors suggest that improved learning will occur in organizations that facilitate targeted socialization, respond to new preferences and trends in development programs while leveraging multiple approaches including informal/individualized initiatives (such as on-the-job education, mentorship programs) and embrace multiple types of volunteering activities.

Although other work has reviewed intergenerational learning, this is the first research to focus on multigenerational learning while considering tacit and practical learning transference from inside and outside the organization.

Meetings are conducted by increasingly age-diverse participant groups as the workforces in most industrialized economies are aging due to demographic change. There are at least three reasons why meetings constitute a particularly interesting environment to study intergenerational learning processes, defined as individuals’ joint construction of knowledge through an exchange of information with one or more individuals from different age groups. First, meetings allow us to observe a wide variety of interactions that may foster or inhibit intergenerational learning. Second, the interactions taking place in meetings reflect general organizational practices as well as social exchange and age norms. As such, meetings offer a view through the magnifying glass at the age-inclusive or age-discriminating organizational culture which is interwoven with the engagement of different generations in intergenerational learning processes. Third, organizational members use meetings as an arena for strategic interactions to negotiate their current and future status by positioning themselves in relation to their colleagues through social comparisons. This chapter particularly focuses on the latter topic and develops a conceptual model outlining the motivational and emotional coˇnsequences as well as antecedents that link social comparison processes in meetings to intergenerational learning outcomes of participants from different age groups.

This paper aims to develop a better understanding of intergenerational knowledge transfer (IKT) practices by adopting a context-related and comparative perspective.

A qualitative case study design involving 83 interviews and non-participative observation in German and Quebec organizations has been chosen.

Two distinctive archetypes of IKT emerge from both national contexts: “we-individualizing” (Germany) and “I-connecting” (Quebec), leading to an eightfold taxonomy of IKT practices.

This research is limited to young and senior workers and to high-tech sectors.

Comparative and inductive study of IKT, adaptation of IKT practices to national contexts, retaining younger workers. This inductive and comparative study allows a better adaptation of IKT practices to national contexts and therefore a better retention of younger workers.

This research study seeks so explore the thoughts and perspectives of Generation X aerospace engineers regarding strategies, processes, and methods to enhance the transfer of knowledge from Baby Boomers to Generation X aerospace engineers.

The qualitative Delphi research method is a formalized process designed to extract opinions from a panel of experts in an anonymous and iterative manner. The strength of the technique lies in its ability to gather a diverse range of opinions in an anonymous fashion without the bias of a single individual dominating the discussion.

Data collected from the Generation X participants helped to answer the study research questions. According to the 24 Generation X study panelists, optimal knowledge transfer requires visible and participative management involvement. Management support is the core of a knowledge‐sharing culture that fosters open and honest communication, respectful and trusting relationships, effective mentoring relationships, dynamic team environments, co‐location of team members, and a technology infrastructure. Synthesis of the data results from all survey rounds assisted in the creation of a knowledge transfer model.

The first limitation is the sample size. Another limitation was the predominantly male demographic within the aerospace community. The study did not involve any attempt to examine different perspectives based on race, gender, or geographic location. The scope of the research questions asked and the research methodology employed to extract thoughts, feelings, and perspectives from the Delphi panelists limited the study.

The study is unique because it offers the perspective of a population critical to the survival of organizational knowledge within the aerospace community, the Generation X engineers. The contributions of the study may provide leaders with knowledge transfer methods, strategies, and processes to mitigate knowledge transfer barriers, create an optimal knowledge transfer domain, and facilitate intergenerational knowledge transfer.

The paper aims to develop a model of knowledge transfer that considers kinship ties and emotions in family‐based firms.

There exist several models, which show how information flows among individuals and within organizations. One school of thought is known as Cultural‐Historical Activity Theory (CHAT), which was initially formulated by Lev Vygotsky, the Founder of the school. However, when analyzing CHAT within the family business context, the model no longer holds true. This paper examines knowledge‐transfer mechanisms through the lens of family firms.

Family traditions, ties, and emotions, which are not considered in the original learning framework, affect knowledge transfer, commitment, and the motivation of family members.

Based on CHAT and subsequently on other social networks theories, a more appropriate next generation learning model is developed which explains how intergenerational knowledge transfer takes place within family firms.

This paper improves the understanding of how family members' shared knowledge (i.e. traditions) may become sources of competitive advantages for the family firm (i.e. long‐term survival).

This paper is among the first known to examine knowledge‐transfer mechanisms specifically for family‐based businesses.